Rainbow Community School has always been a safe haven for introverted children. In a world where social aggressiveness has be glorified, especially in the competitive public education model, Rainbow has always had a way of understanding and honoring the power of the introvert.
Three insights from Rainbow on educating introverts:
1. Provide “in-breath and out-breath” time. At Rainbow, we have active and “outward” times of day; but unlike most schools, those are balanced with “inward” times. Every day has moments of silence, such as when we take three breaths together at morning centering, or when we watch nature, or when we decide to have a meditational lunch.
2. Provide many speaking opportunities where introverts can share about something they are passionate about in a safe space — with their classmates. That eventually builds up to speaking in front of the whole community. However, if they are actually terrified, allow them to “pass” until they are comfortable. It takes time to build trust.
3. Allow introverts to find a role they are comfortable with. Instead of forcing a terrified child to sing in a performance, a Rainbow teacher might ask them to take on another role, such as being in charge of costumes or props. Such a role actually makes them a leader in the eyes of their peers, and builds confidence.
Why does Rainbow have such dedicated, mindful, creative, and loving teachers? Because we follow every single one of the recommendations in this article. Teachers are still treated like blue-collar workers by politicians. At Rainbow they are highly respected professionals who are provided time to collaborate with one another, autonomy to run their classroom, consistent and relevant professional development, and balance in their lives so they aren’t burned out. The result? Students who are dedicated, mindful, creative, and loving. Empowered teachers create empowered students.
This Saturday, the incredible Hobey Ford will be performing “World Tales” at the Rainbow Community Center Auditorium. Pre-sale tickets are $5 for children and $10 for adults ($7 & $12 the day of the show) Show starts at 4pm and is open to the public. Tickets can be purchased on our website or at our front desk.
Inspired by Musical Director Sue Ford’s vision of writing all original songs on the theme of Love for December’s Winter Program, Susie Robidoux, 4th grade’s fearless Lead Teacher, developed an entirely new unit on Love. She got her students started by asking them: What is love for you? What does it look like? What does it feel like? From there they came to understand love as having three distinct forms. Love is first an expression originated in the self, then an action cultivated in community, and finally an offering given with generosity. The fourth graders learned to think of it this way: Love is fostered within us… grown among us…. and gifted beyond us. These beautiful song lyrics reflect their journey through their curriculum on Love.
Let us work together for love in head, heart, and hand. Let us work together for love to make a better land. Love is many things; I cannot count them all. It is powerful. It is peaceful. Love is many things; I cannot count them all. It can break down every wall. Through the woods past the valley where the sea of green grass grows. Love is found in nature’s harmony where the holy river flows. Friends, family, love of life; I feel the warmth from you. Follow me to the land of love where your light is honored and true to make a different land.
The Third Grade Penguins sing to us of the transformative power of love in this touching music video. In December’s Annual Winter Program Sue Ford, Rainbow’s Music Director, helped each grade write original songs on the theme of love. The audience was touched by the children’s simple and profound message that love might truly be the most natural and easiest gift to both give and receive.
If this study is accurate, and religious children are less compassionate, what about spiritual children? If we put people into four categories:
1. religious and spiritual
2. religious and NOT spiritual
3. non religious and spiritual, and
4. non religious and not spiritual
Years of studies by Lisa Miller, director of clinical psychology at Columbia Teacher’s College, reveal that the traits of spiritual children, whether in the religious or non religious category, are far more positive than children who were not spiritual. There we 80% less likely to suffer from depression and far less likely to engage in risky behaviors. Miller defines spirituality as having a sense of some unifying force, whether that force is thought of as God, nature, the universe, or any other term/concept. Spiritual children had higher self-esteems and displayed far greater compassion and happiness.
So if spirituality raises healthier, happier, wiser, more responsible children, the question is “How do we promote spirituality?” And we ask this question regardless of whether they are religious or not. Since 1977 Rainbow Community School has made spiritual development a core part of our holistic program. (See The Spiritual Domain for an explanation of how it is implemented.)
What about religious children? It is interesting to note that religiosity does not inherently generate spirituality. While the children who were religious and spiritual conveyed all the benefits of spirituality, of the four categories, the children who were religious and NOT spiritual were at the highest risk for substance abuse, risky sexual behavior, and depression. It is important that people don’t read this article by the Guardian and draw the conclusion that religion is bad. Religion is perhaps more about customs and ethnicity–nothing wrong with that! Religion is only a problem if it gets in the way of compassionate spirituality.
